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The student will be taught to wait for his teacher’s attention. Additional baseline data will be taken to
determine how long the student can work independently without requesting his teacher’s attention.
After a baseline is established (e.g., the student can work an average of 3 minutes without requesting
his teacher’s attention), the student will be taught to gradually build upon that amount of time by
doing the following: refer to a folder of appropriate “waiting” activities such as brief easy-to-complete
academic tasks, word-finds, drawing activities, etc.
The student should be taught how to engage in these appropriate “waiting” tasks by the teacher and
the paraprofessional. The student should be taught using direct instruction and role play. During the
teaching process, he should be expected to demonstrate that he knows the difference between
“waiting” and “not waiting” before the plan is implemented in context.
The student should be taught how to self-monitor his “waiting” behavior. He should be placed in view
of a clock and at the beginning of every day (during the check-in walk), he should be informed of how
long he will be expected to wait prior to requesting his teacher’s attention. In addition, he should have
a self-monitoring form on his desk that divides the day according to the segments of “waiting.” The
form should be set-up in a way allows the student to mark if he has or has not waited the expected
amount of time. Before the intervention is implemented, he should demonstrate competency in being
able to use a clock.
Strategies for Reinforcing Replacement Behavior (What is the immediate benefit to the student? How will
the student be rewarded for engaging in the new or emerging behavior in a way that addresses the function
of the behavior?):
The student will be reinforced for “waiting” for the expected amount of time. It is recommended that
the expected wait-time be increased an average of 2-3 minutes every few days, assuming that the
student has mastered the previously expected wait-time. The student will be reinforced for “waiting”
by the paraprofessional. The paraprofessional will reinforce the student with positive praise and
individualized attention. The paraprofessional should give very specific praise that lasts for a previously
determined amount of time (e.g., 30 seconds). It is important that the praise be consistently
administered over time. To increase the consistency of praise, the paraprofessional may have a menu
of praise statements that she pulls from when reinforcing the student.
The opportunity to engage in self-regulating strategies may be alternated with positive praise as a
reinforcer. The self-regulating strategies should be predetermined and should be brief (e.g., 30
seconds) and non-distracting. Ideally, these self-regulating strategies could be completed at the
student’s desk (e.g., stress ball, other sensory items). Outside of the scheduled walks (described under
antecedent modifications above) and these brief self-regulating strategies, the student should have
very limited or no access to self-regulating strategies at other times during the day. Limited access to
self-regulating strategies at other times of the day will increase the effectiveness of this reinforcer
during the intervention.
Strategies for Reducing the Target Behavior (What will be the response should the target behavior occur?
This response should not maintain the behavior):